Cover

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Title Page, Copyright

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p. iii

Contents

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p. v

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Foreword

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pp. vii-viii

I assure you, reader, that this book will make you think differently about your own curricular world(s). This foreword is meant only to spark interest, not to steal fire. So I will try not to steal fire. Rather I write this foreword to help readers get ready to look forward, not to forecast. Here...

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Introduction

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pp. 1-3

With Triple Takes on Curricular Worlds three educators representing three different academic disciplines write on a broad range of concepts not usually found in the field of curriculum studies: Boundaries, Disgrace, Distance, Fear, Forgiveness, Light, Mothers. Two chapters directly address curriculum issues: Teaching, and Curriculum. The...

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Chapter ONE. Boundaries

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pp. 5-26

WE LIVE IN AN increasingly boundary-conscious world, despite this being the next millennium, despite the discourse on otherness and difference, despite the best teaching in the field of curriculum studies to the contrary. Our quagmire in Iraq and in trouble spots around the globe indicates this. We Americans, led by an administration that...

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Chapter TWO. Curriculum

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pp. 27-46

TEACHING LITERATURE, I often get the complaint from undergraduates, “I just can’t relate to this.” Conversely, they say, “I really liked this because I could relate.” How ordinary, unsophisticated, sophomoric, moronic is this idea that that which is familiar is only that to which I...

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Chapter THREE. Disgrace

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pp. 47-68

HOW DOES ONE USE words to explore the disgraceful oppression perpetrated by naming, reasoning, intimidation: the colonization of land, minds, and hearts? There seems to be no defensible linguistic option. Even Derrida is caught in the trap that haunts the notion of using language to deconstruct language...

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Chapter FOUR. Distance

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pp. 69-89

THE OFFERINGS IN THIS chapter unearth the complexities that can be associated with one seemingly simple term: distance. Perhaps more than any of the topics we’ve engaged, distance begs us to think visually, to identify the movement that is possible in each of our life experiences. Distances in space and time, distances between...

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Chapter FIVE. Fear

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pp. 91-106

WE’VE ALL FELT FEAR.We know its ability to isolate, immobilize, demoralize. It circulates quietly among us, inhabiting relationships, classrooms, and countries. Amazingly, we hide our fears—even from those closest to us—perhaps hoping denial will alleviate...

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Chapter SIX. Forgiveness

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pp. 107-126

FORGIVE: TO GIVE UP resentment for an offender, to pardon. To give up resentment? Surely this is one of the most difficult shifts in thinking and feeling humans can make when they have been aggrieved, scorned, or hurt. And to forgive with real sincerity? Even rarer. Still, there is the often-quoted other half of forgiveness, if we are...

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Chapter SEVEN. Light

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pp. 127-141

IT SEEMS THAT LIGHT, whether noun or verb, is usually associated with something good or positive, particularly in contradistinction to dark. Martha speaks of “the inner light” and “the light in children’s eyes,” of “lighting the way for students” and “being struck...

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Chapter EIGHT. Motherhood

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pp. 143-161

MOTHERING FROM THE MIDDLE, as Martha calls it, has to do with being here and there, or not here and not there; feeling pulls from both ends; operating on both/and, either/or, a little bit of this, a little bit of that. She speaks of how her “mothering...

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Chapter NINE. Teaching

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pp. 163-177

DELESE’S PIECE REMINDS ME of so many classes with so many of those students who are Over It. Over you with your enthusiasm for the book, over the book with its repetitions and unnecessary sexuality, over liberal humanism. What is coded with their attitude...

Notes

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pp. 179-180

References

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pp. 181-196

Index

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pp. 197-210